Why Use WBLTs?

• Self paced: easy to use; learners can go through at their own pace.
• Self directed: if there are topics of a particular interest, students have the ability to move to them; students can choose the appropriate level (easy, moderate or difficult).
• Prompt Feedback: students are given instant feedback as to his/her understanding of the concepts.
• Real-World Applications: technology can be used to cover topics that would not be able to be done otherwise. It can simulate many real-world situations. The information is accurate, as detailed as is necessary, and is culturally appropriate.
• Engaging: interactive; stimulates interest through learning with technology; animation and its audio-visual qualities are attractive and effective.
• Scaffolded: concepts are presented incrementally.
• Documentation: its potential uses, effectiveness, glossary of terms, sample lesson plans, and quizzes can accompany the WBLT.
• Experimentation: students can investigate different scenarios by changing the given parameters, answering "what if" questions.
• Accessibility: these can easily meet the needs of a student's individual learning styles and/or needs.

• Poor Design: some tools may only reinforce memorization and rote learning by providing a simple remember and regurgitate model. Others may not be very interactive, engaging, or have inferior graphics or layout. Also the material may be presented in a way that is not in keeping with the manner in which it is to be evaluated.
• Prerequisite Knowledge: care must be taken to ensure that students have the necessary knowledge, skills and instructions that are needed to use the tools effectively.
• Collaboration: if students use WBLTs only in isolation, they may not benefit from learning within a community.
• Technical Problems: with hardware/software, or access to them.
• Improper Use: there must be an appropriate amount of time given to allow students to use them successfully. The tools must be integrated effectively into the overall course/lesson design.